تأملی در مؤلفههای رفتاری مدیران مدارس در تشکیل اجتماع یادگیری حرفهای معلمان (مرور نظاممند) | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 1، دوره 17، شماره 1 - شماره پیاپی 32، 1403، صفحه 9-32 اصل مقاله (890.05 K) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2024.232062.1336 | ||
| نویسندگان | ||
| منیره زمانی* 1؛ بیژن عبدالهی2؛ حسن رضا زین آبادی3؛ عبدالرحیم نوه ابراهیم3 | ||
| 1دکتری مدیریت آموزشی، دانشکده مدیریت، دانشگاه خوارزمی، تهران، ایران | ||
| 2استاد گروه مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران | ||
| 3استاد گروه مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران. | ||
| چکیده | ||
| هدف: اجتماع یادگیری حرفهای بیانگر یک تلاش جمعی برای بهبود یادگیری دانشآموزان، تقویت و پایدارسازی یادگیری تمام کارکنان مدرسه، ایجاد دانش از طریق تحقیق و جستجو، تحلیل و استفاده از دادهها برای بهبود مستمر است. بنابراین تشکیل و توسعه آن در مدرسه بهعنوان یکی از وظایف مدیران شناخته میشود. این اجتماعات خود به خود اتّفاق نمیافتند؛ بلکه باید مدیریت و هدایت شود و مورد حمایت واقع شوند. مدیران مدارس در تشکیل و تحقق اجتماعات یادگیری حرفهای معلمان نقش کلیدی دارند و با توجه به آنچه به آن توجه میکنند، آنچه انجام میدهند و آنچه پاداش میدهند، جهت و انتظارات را برای یادگیری در مدرسه تعیین کنند. به دلیل اثربخشی این اجتماعات در تقویت یادگیری دانشآموزان، رشد حرفهای معلمان، بهبود فرایندهای آموزشی کلاسی و ارتقای بهرهوری و کارایی مدرسه، بررسی چگونگی نقش مدیران در تشکیل و توسعه اجتماعات یادگیری حرفهای معلمان دارای اهمیت نظری و کاربردی است. از این رو پژوهش حاضر با هدف شناسایی رفتارهای مدیران مدارس در تشکیل اجتماع یادگیری حرفهای معلمان انجام شده است. مواد و روشها: این پژوهش با استفاده از روش کیفی به صورت مرور کیفی نظاممند انجام شده است. در این روش سعی شده است با تجزیه و تحلیل شواهد ارائه شده توسط مطالعات تجربی پیشین، درکی جامع و بهروز از نقش مدیران مدارس و رفتارهای آنها در تشکیل اجتماع یادگیری حرفهای معلمان ایجاد شود. این پژوهش مطابق با گامهای ارایه شده توسط رایت و همکاران (2007) انجام شده است. پس از تدوین پروتکل پژوهش، پژوهشهای مرتبط با جستجوی کلیدواژههای مشخص شده به صورت نظاممند از میان 9 مجله پیشرو بینالمللی در مدیریت آموزشی شناسایی و استخراج گردید. پس از غربالگری مقالات شناسایی شده منطبق بر معیارهای ورود و خروج، در مجموع 35 مقاله مرتبط با اهداف و پرسشهای پژوهش انتخاب شدند. دادههای پژوهش با ابزار چک لیست گردآوری و طبقهبندی و به صورت دستی توسط پژوهشگر تجزیه و تحلیل شدند. سنتز دادهها در سه سطح کدگذاری؛ باز، محوری و انتخابی صورت گرفته است. بهمنظور مقبولیت و اعتباریابی پژوهش از خودبازبینی محقق، بازبینی همکاران و کنترل مشارکتکنندگان از طریق مکاتبه الکترونیکی با نویسندگان برخی از مقالات مشمول استفاده شده است. بحث و نتیجهگیری: مطابق با یافتههای پژوهش، 31 کد باز (نشانگر) در کد انتخابی "رفتارهای مدیران مدارس در تشکیل اجتماع یادگیری حرفهای معلمان" شناسایی گردید. این کدهای باز در قالب 6 مؤلفه محوری دستهبندی شدند. نتایج این پژوهش نشان میدهد حمایتگری (با 8 نشانگر)، انسجامبخشی (با 4 نشانگر)، مشارکتجویی (با 5 نشانگر)، ایجاد شبکههای توانمندساز (با 5 نشانگر)، یادگیریمحوری (با 5 نشانگر) و پایش مستمر (با 4 نشانگر) برای تشکیل و توسعه اجتماع یادگیری حرفهای معلمان بهعنوان مؤلفههای رفتاری مدیران مدارس در تشکیل و توسعه اجتماع یادگیری حرفهای معلمان هستند. نتایج این پژوهش نشان میدهد مدیران با پشتیبانی از معلمان و حمایت کردن از اجتماعات یادگیری، ایجاد هماهنگی، همسویی و انسجام در مدرسه، جلب مشارکت و همکاری همه ذینفعان در مدرسه، ایجاد شبکههای درون و برون مدرسهای توسعه حرفهای در مدرسه و توانمندسازی معلمان مدرسه به صورت شبکهای، محور قرار دادن یادگیری دانشآموزان و رشد حرفهای معلمان در مدرسه بهعنوان مرکز ثقل تمام فعالیتها و برنامههای مدرسه و همچنین نظارت و پایش مستمر فرایندها و نتایج و ارزیابی آنها همراه با ارائه بازخورهای لازم، در تشکیل و تحقق اجتماعات یادگیری ایفای نقش میکنند. | ||
| کلیدواژهها | ||
| اجتماع یادگیری حرفهای معلمان؛ رفتارهای مدیران مدارس؛ مرور نظاممند نقش مدیران؛ مؤلفههای رفتاری مدیران | ||
| عنوان مقاله [English] | ||
| A Reflection on the Behavioral Components of School Principals in the Formation of Teachers’ Professional Learning Communities (Systematic Review) | ||
| نویسندگان [English] | ||
| Monireh Zamani1؛ Bijan Abdollahi2؛ HasanReza ZeinAbadi3؛ Abdolrahim Naveh ebrahim3 | ||
| 1Ph.D. in Educational Administration, Faculty of Management, Kharazmi University, Tehran, Iran | ||
| 2Professor, Department of Educational Administration, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran | ||
| 3Professor, Department of Educational Administration, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran | ||
| چکیده [English] | ||
| Objective: The professional learning community represents a collective effort to improve students' learning, strengthen and stabilize the learning of all employees within the school, create knowledge through research and search, analysis, and use of data for continuous improvement. Therefore, its formation and development in the school are recognized as one of the duties of principals. These gatherings do not happen by themselves; rather, they should be managed and guided, and supported. School principals play a key role in the formation and realization of teachers' professional learning communities, and according to what they pay attention to, what they do and what they reward, and the tone they have, they set the direction and expectations for learning determined in school. Due to the effectiveness of these communities in strengthening students' learning, teachers' professional growth, improving classroom educational processes, and improving school productivity and efficiency, examining the role of principals in the formation and development of teachers' professional learning communities has theoretical importance. Therefore, the present study was conducted to identify the behaviors of school principals in the formation of teachers' professional learning communities. Materials and Methods: This research was conducted using a qualitative method in the form of a systematic qualitative review. This method, it has been tried to create a comprehensive and up-to-date understanding of the role of school principals and their behaviors in the formation of teachers' professional learning community by analyzing the evidence provided by previous experimental studies. This research was conducted according to the steps provided by Wright et al. (2007). After developing the research protocol, studies related to the search of specified keywords were systematically identified and extracted from 9 leading international journals in educational management. After screening the identified articles according to the inclusion and exclusion criteria, a total of 35 articles related to the objectives and questions of the current research were selected. The research data were collected and classified by the checklist tool and manually analyzed by the researcher. Data synthesis has been done in three levels: open coding, central coding, and selective coding. To validate the research, self-review of the researcher, review of colleagues, and control of participants through electronic correspondence with the authors of some included articles have been used. Discussion and Conclusion: According to the findings of the research, 31 open codes (indicators) were identified in the selected code "behavior and strategies of school principals in the formation of teachers' professional learning community". These open codes were categorized into 6 core components. The results of this research show supportiveness (with 8 indicators), integration (with 4 indicators), seeking cooperation (with 5 indicators), creating empowering networks (with 5 indicators), learning orientedness (with 5 indicators), and continuous monitoring (with 4 indicators) for the formation and development of teachers' professional learning community as behavioral components of school principals. The results of this research show that principals play a role in the formation and realization of learning communities by supporting teachers and learning communities, creating coordination, alignment, and cohesion in the school, attracting the participation and cooperation of all stakeholders in the school, creating networks inside and outside the school for professional development, the empowerment of the school teachers in a networked way, placing the students' learning and the professional growth of the teachers in the school as the center of gravity of all the activities and programs of the school as well as the continuous supervision and monitoring of the processes and their results and evaluation along with providing necessary feedback. | ||
| کلیدواژهها [English] | ||
| Professional Learning Community of Teachers, Behaviors of School Principals, Systematic Review of the Role of Principals, Behavioral Components of Principals | ||
| مراجع | ||
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